Validity and reliability of resiliency measures trialled for the evaluation of a preventative Resilience-promoting social-emotional curriculum for remote Aboriginal school students

Purpose We aimed to test the reliability and validity of two brief measures of resilience adopted for the evaluation of a preventative social-emotional curriculum implemented for Aboriginal middle school students from socially disadvantaged remote communities in Australia’s Northern Territory. The questionnaires chosen were intended to measure psychological resilience and socio-cultural resilience as complementary dimensions of the capacity to cope in circumstances of significant life stress and risk of self-harm. Methods Confirmatory factor analysis (CFA) was conducted to assess construct validity of the 10-item Connor-Davidson Resilience Scale (CD-RISC-10), a measure of psychological resilience, and the 12-item Child and Youth Resilience Measure (CYRM-12), a measure of socio-cultural resilience, with a sample of 520 students. Associations between resilience and psychological distress and emotional and behavioural difficulty were analysed in relation to life stressors to assess criterion validity of the scales. Results CFA provided support for the validity of the respective constructs. There was good fit for both scales. However, assessment of criterion validity of the scales suggested that the adapted measure of socio-cultural resilience (CYRM-12NT) showed higher reliability and a clearer indication of predictive validity than the measure of psychological resilience (CD-RISC-10). Conclusions The CYRM-12NT appears to be a more useful measure of resilience among Aboriginal youth exposed to significant life stress and disadvantage. However, both measures may require further development to enhance their validity and utility among potentially at-risk adolescents in socially, culturally and linguistically diverse remote Aboriginal communities.

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Reliability and Validity of the Persian Version Emotional Self-efficacy Scale for Young Adolescents

Journal of Research and Health ◽

10.32598/jrh.11.1.1645.3 ◽

2021 ◽

Vol 11 (1) ◽

pp. 61-70

Author(s):

Zahra Mohammadi ◽

◽

Zohreh Meshkati ◽

Keyword(s):

Factor Analysis ◽

High School Students ◽

Factor Structure ◽

Self Efficacy ◽

Reliability And Validity ◽

First Grade ◽

Validity And Reliability ◽

School Students ◽

Statistical Population ◽

Persian Version

Background: The present research aimed at determining the reliability and validity of the Persian version of the Emotional Self-Efficiency Scale (ESES) for adolescents of Isfahan city. This study was conducted using a developmental research method. The statistical population consisted of all the first-grade high school students of Isfahan city in 2018 (n=59396). Methods: A total number of 280 students (160 girls and 120 boys, mean±SD age of 12.98±1.14) were selected using a stratified random sampling method, and completed ESES for adolescents (2015), as well as Self-Efficacy Questionnaire for Children (2001). Results: An Exploratory Factor Analysis (EFA) revealed the four-factor structure of ESES. A Confirmatory Factor Analysis (CFA) also confirmed the fit of the four-factor structure of the scale. The results of the within-group correlation coefficient were obtained to investigate the acceptable test-retest reliability. The results of the correlation between the above-mentioned scale and SEQ-C instrument was also significant (P<0.05). Moreover, ESES and its dimensions had proper reliability over time. The reliability obtained by Cronbach’s alpha for all four dimensions of the questionnaire, given the number of items, was higher than 0.5 for each dimension and higher than 0.7 for the whole scale, which was acceptable. Conclusion: These findings indicate the acceptable validity and reliability of ESES for Isfahan’s adolescents, and its validity and reliability should be investigated in broader research on Iranian children and adolescents.

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Evaluating the Reliability and Validity of the Children’s Vitality-Relaxation Scale

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16183369 ◽

2019 ◽

Vol 16 (18) ◽

pp. 3369

Author(s):

Kyung-Sook Bang ◽

Sungjae Kim ◽

Kalevi M. Korpela ◽

Min Kyung Song ◽

Gumhee Lee ◽

...

Keyword(s):

Factor Analysis ◽

Low Income ◽

Reliability And Validity ◽

Study Data ◽

Validity And Reliability ◽

Low Income Students ◽

School Students ◽

Cross Sectional ◽

Korean Children ◽

Culturally Adapted

This study developed the Children’s Vitality-Relaxation Scale (CVRS) by revising the adult version of the Restoration Outcome Scale (ROS). The CVRS was translated and culturally adapted into Korean, and its reliability and validity were evaluated in a cross-sectional, descriptive design study. Data collected from 181 elementary school students in grades 4‒6 were used to test the validity and reliability of the CVRS. Exploratory factor analysis, Pearson’s correlation, known-groups comparison, and Cronbach’s alpha were used for analysis. The factor analysis indicated a two-factor structure, and all factor loadings were above 0.40. The CVRS was a seven-point Likert scale consisting of eight items, which were classified as “vitality” (four items) and “relaxation” (four items). The external construct validity with the PANAS, PSS, and SRI was acceptable. In the known-groups comparison, the CVRS score was significantly higher for boys than for girls, and the CVRS score for high-income students was higher than low-income students. The Cronbach’s α for the scale was 0.84 and ranged from 0.72–0.87 for the subscales. Results showed that the CVRS is a valid and reliable scale with acceptable psychometric characteristics in Korean children. The scale can be used to measure children’s affect in various settings.

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Exploratory and Confirmatory Factor Analysis for Disposition Levels of Computational Thinking Instrument Among Secondary School Students

European Journal of Educational Research ◽

10.12973/eu-jer.11.2.639 ◽

2022 ◽

Vol 11 (2) ◽

pp. 639-652

Author(s):

Saralah Sovey ◽

Kamisah Osman ◽

Mohd Effendi

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Computational Thinking ◽

Reliability And Validity ◽

Internal Consistency Reliability ◽

Residual Variance ◽

Validity And Reliability ◽

School Students ◽

Instrument Validity ◽

Confirmatory Factor

<p style="text-align: justify;">Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.</p>

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Reliability and Validity of the Arabic Version of a Questionnaire Assessing Pain, Discomfort and Related Jaw Function Impairment after Extraction of Primary Teeth in Children

Dentistry Journal ◽

10.3390/dj8040120 ◽

2020 ◽

Vol 8 (4) ◽

pp. 120

Author(s):

Reem Naaman ◽

Azza A. El-Housseiny ◽

Najlaa Alamoudi ◽

Narmin Helal ◽

Rahaf Sahhaf

Keyword(s):

Internal Consistency ◽

Content Validity ◽

English Language ◽

Primary Teeth ◽

Extraction Procedure ◽

Reliability And Validity ◽

Criterion Validity ◽

Arabic Version ◽

Validity And Reliability ◽

Site Factor

This study aims to translate a previously published English language questionnaire that assessed pain and discomfort after the extraction of primary teeth in children into Arabic, and evaluate its validity and reliability. All participating children (n = 120), aged 9 to 12-years-old, completed the 33-item Arabic version questionnaire after the extraction procedure had taken place. The questionnaire included three parts that were completed at three different times, namely, immediately, the first evening, and one week after the extraction procedure. Internal consistency, content validity, criterion validity, and factor analysis were performed. The results showed a good internal consistency (Cronbach’s alpha = 0.83), acceptable criterion validity with a significantly strong correlation with the Visual Analog Scale (VAS), and satisfactory content validity (average content validity index (CVI = 0.90). The final factor model was comprised of four factors with an eigenvalue greater than 1, explaining 70% of the common variance. The identified factors were labeled as follows: Factor 1—analgesic consumption; Factor 2—expression of discomfort from the extraction site; Factor 3—perception of masticatory capability; and Factor 4—pain/discomfort from the dental extraction procedure. Based on the results, a shorter form of the questionnaire had satisfactory psychometric characteristics and can be used with children within the selected age group.

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The Reliability and Validity of Turkish Version of the School-based Asthma and Allergy Screening Questionnaires

10.21203/rs.3.rs-136170/v1 ◽

2021 ◽

Author(s):

Mahmut KILIC ◽

Ghaniya Ede ◽

Tugba Uzuncakmak

Keyword(s):

Reliability And Validity ◽

Public Health Problem ◽

Validity And Reliability ◽

Turkish Version ◽

School Students ◽

Important Public Health Problem ◽

Screening Questionnaire ◽

Parent Questionnaire ◽

School Based ◽

Asthma And Allergy

Abstract The reliability and validity of the Turkish version of the school-based asthma and allergy screening questionnaireBackground: Asthma is an important public health problem affecting children, causing school absenteeism and hospitalization. The aim of this study is to assess the validity and reliability for diagnostic accuracy of the Turkish version of the asthma and allergy screening questionnaire.Methods: This study included primary and secondary school students from grades 2 to 7, and their parents or caregivers. For validity, 40 children with asthma and 39 children with allergy diagnosed by the questionnaire were used to determine the sensitivity, and specificity was calculated by using the data of 100 children without asthma and allergies. For reliability, the Spearman correlation was used for dependent groups, for validity, the Receiver Operating Characteristic (ROC) analysis was used. Results: When the questionnaire cut-off point was 2/3 for asthma, according to the student and parent form, the sensitivity was 80.0% and 82.5%, and the specificity was 56.6% and 76.8%, respectively. When the questionnaire cut-off point was 0/1 for allergies, according to the student and parent questionnaire, the sensitivity was 74.4% and 84.6%, and the specificity was 66.3% and 54.2%, respectively. The reliability of the asthma and allergy questionnaires test-retest correlation values (≥0.68) of both questionnaires were found to be statistically significant. Conclusion: According to the Turkish questionnaire of the students and their parents, questionnaire sensitivity for asthma and allergy was similar in proportion to the original questionnaire. The Turkish version of the questionnaire can be used for asthma and allergy screening in schools.

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Turkish adaptation of the comprehensive inventory of mindfulness experiences- adolescents: A reliability and validity study

SHS Web of Conferences ◽

10.1051/shsconf/20184801038 ◽

2018 ◽

Vol 48 ◽

pp. 01038

Author(s):

Beyza Kırca ◽

Halil Ekşi

Keyword(s):

Factor Analysis ◽

High School Students ◽

Reliability And Validity ◽

Validity Study ◽

Divergent Validity ◽

Validity And Reliability ◽

Alpha Coefficient ◽

School Students ◽

Confirmatory Factor ◽

Convergent And Divergent Validity

In this study, it was aimed to adapt the Comprehensive Inventory of Mindfulness Experiences-Adolescents into Turkish, and to analyze the measure’s validity and reliability. The sample of the study consisted of 415 high school students. Confirmatory factor analysis confirmed the original eight-factor structure. Cronbach alpha coefficient for the overall scale is 0.70 and the coefficients differ from 0.48 to 0.69 for the sub-scales. Corrected item-total correlations are found to be between 0.20 and 0.55. The convergent and divergent validity was examined and statistically significant relations were found. The study showed that the Turkish adaptation of The Comprehensive Inventory of Mindfulness Experiences-Adolescents is a reliable and valid scale for measuring mindfulness in adolescents.

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Adaptation of "Nicholson McBride Resilience Questionnaire" (NMRQ) in Greek. A reliability and validity study in an epidemiological Greek sample

Health & Research Journal ◽

10.12681/healthresj.25629 ◽

2020 ◽

Vol 6 (4) ◽

pp. 123

Author(s):

Georgios Pilafas ◽

Nefeli Paraskevi Strongylaki ◽

Dimitrios Papaioannou ◽

Despina Menti ◽

Georgios Lyrakos

Keyword(s):

A Priori ◽

Reliability And Validity ◽

Point System ◽

Psychological Resilience ◽

Validity And Reliability ◽

Greek Version ◽

English Version ◽

Future Studies ◽

Scale Point ◽

Good Item

Introduction: ‘Psychological Resilience’ is one of the key elements in human behavior that interplays with stress in mental disorders and physical illnesses in both healthy and unhealthy populations, regardless of their biopsychosocial background. Therefore, a reliable and valid resilience questionnaire for clinical and research use is of great necessity.Aim: Hence, the present study was conducted in order for the original English version of ‘Nicholson McBride Resilience Questionnaire’ (NMRQ) to be adapted in the Greek population.Methods & Materials: The original English NMRQ consists of 12 items measuring resilience. It is a self-reported questionnaire, while each respective item is measured through a 5-Likert scale point system. The design of the study was developed to firstly translate the original English questionnaire in Greek, and secondly to test the new version upon its ‘item consistency’, ‘internal correlation’, ‘internal consistency’, ‘consistency validity’, and finally perform a ‘factor analysis’ after recruiting a Greek sample.Results: The results show 80% validity (Cronbach’s alpha=.800) of the new Greek version. The number of participants (N= 1,158) provided to the study an ‘a priori’ odds ratio of 1.274, a critical z of 1.6448 and an actual power of 95%. The Greek translation was considered accurate, while the new version maintained a good item consistency.Conclusion: It is proposed that the Greek version of NMRQ may be adapted in the Greek population in clinical and research related to resilience and stress, as well as for any future studies to test-retest its validity and reliability.

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The Reliability and Validity of Turkish Version of The School-Based Asthma and Allergy Screening Questionnaires

10.21203/rs.3.rs-244800/v1 ◽

2021 ◽

Author(s):

Mahmut KILIC ◽

Ghaniya Ede ◽

Tugba Uzuncakmak

Keyword(s):

Reliability And Validity ◽

Public Health Problem ◽

Validity And Reliability ◽

Turkish Version ◽

School Students ◽

Important Public Health Problem ◽

Parent Questionnaire ◽

School Based ◽

Children With Asthma ◽

Asthma And Allergy

Abstract Background: Asthma is an important public health problem affecting children, causing school absenteeism and hospitalization. The aim of this study is to assess the validity and reliability for diagnostic accuracy of the Turkish version of the asthma and allergy screening questionnaire.Methods: This study included primary and secondary school students from grades 2 to 7, and their parents or caregivers. For validity, 40 children with asthma and 39 children with allergy diagnosed by the questionnaire were used to determine the sensitivity, and specificity was calculated by using the data of 100 children without asthma and allergies. For reliability, the Spearman correlation was used for dependent groups, for validity, the Receiver Operating Characteristic (ROC) analysis was used. Results: When the questionnaire cut-off point was 2/3 for asthma, according to the student and parent form, the sensitivity was 80.0% and 82.5%, and the specificity was 56.6% and 76.8%, respectively. When the questionnaire cut-off point was 0/1 for allergies, according to the student and parent questionnaire, the sensitivity was 74.4% and 84.6%, and the specificity was 66.3% and 54.2%, respectively. The reliability of the asthma and allergy questionnaires test-retest correlation values (≥0.68) of both questionnaires were found to be statistically significant. Conclusion: According to the Turkish questionnaire of the students and their parents, questionnaire sensitivity for asthma and allergy was similar in proportion to the original questionnaire. The Turkish version of the questionnaire can be used for asthma and allergy screening in schools.

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INSTRUMENT OF ENGAGEMENT IN SCIENCE LEARNING: VALIDITY AND RELIABILITY ANALYSES

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.640018 ◽

2021 ◽

Vol 6 (40) ◽

pp. 215-225

Author(s):

Hui Haw Law ◽

Sabariah Sharif ◽

Crispina Gregory K Han

Keyword(s):

Secondary School ◽

Content Validity ◽

Science Learning ◽

Secondary School Students ◽

Reliability And Validity ◽

Factor Loading ◽

Future Research ◽

Validity And Reliability ◽

School Students ◽

Reliable Instrument

This study aims to identify the reliability and validity of the Science Learning Engagement Instrument (IPPS) that had been developed. Content validity was checked by four experts with a Content Validity Index (CVI) value of 0.885. The study was conducted with 130 Form 4 secondary school students in the Limbang district, Sarawak. The data obtained were analysed using Statistical Package of Social Science (SPSS) Version 21.0. A total of 3 dimensions were extracted from the exploratory factor analysis. Meanwhile, all items had a factor loading value exceeding 0.40. The reliability value for the whole instrument is 0.835. The findings show that IPPS is a valid and reliable instrument. Therefore, this instrument can be used as a reference for researchers for future research purposes.

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Teacher Emotional Support Scale on Italian High School Students: A Contribution to the Validation

The Open Psychology Journal ◽

10.2174/1874350102013010123 ◽

2020 ◽

Vol 13 (1) ◽

pp. 123-132 ◽

Cited By ~ 3

Author(s):

Luciano Romano ◽

Ilaria Buonomo ◽

Antonino Callea ◽

Caterina Fiorilli ◽

Katerina Schenke

Keyword(s):

High School ◽

High School Students ◽

Emotional Support ◽

Discriminant Validity ◽

Reliability And Validity ◽

Validity And Reliability ◽

School Students ◽

Confirmatory Factor Analyses ◽

Teacher Sensitivity ◽

Valid Instrument

Background/Objective: This study represents a contribution to the validity and reliability of the 15-item Teacher Emotional Support Scale in a sample of Italian high school students (N=501; 80.2% females; M=15.66; SD=1.52). Therefore, the present paper aimed to examine the factor structure and to investigate the reliability and validity of the scale. Students’ perception of teacher emotional support refers to the students’ perception of whether and to what extent the teacher shows caring and understanding behaviours, promotes students' growth and establishes personal relationships with them. Materials and Methods: Confirmatory factor analyses confirmed that the hypothesized three-factor solution had the best fit to the data, assessing three different but related dimensions: Positive climate, Teacher sensitivity, and Regard for adolescent perspective. Furthermore, the reliability and convergent and discriminant validity can be considered adequate. Conclusion: The Teacher Emotional Support Scale could be considered as a valid instrument to assess high school students’ perception of the emotional support received from their teachers. Practical implications have also been discussed.

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